Lesson Plan Template 1 Primary & Secondary

Unit/Topic: Area by Informal means

Date: 6th May 15

Key Learning Area: _________________

Outcomes:

Year Level:_4_

ACARA / LEARNING INTENTION

Compare the areas of regular shapes by informal means.
Students should begin to understand that area is the amount of space the surface of the shape uses.
Discussion with students about how informal means of measuring may mean students are getting
different measurements for their shapes and some students may think some shapes are bigger than
others when in fact they are not.

VOCABULARY: AREA, SURFACE, SHAPE

LESSON STRUCTURE:
Time

Introduction (Set):
Students are to be seated on the floor facing the front.
They are to be reminded about their previous learning with
perimeter by going through their Maths journal.
15 - 20 Students will then be told we are going to do area.
Ask them on their thoughts about what area is.
Students will be told that area is the space the surface of
the shape uses and it is measured as a squared unit (cm2,
m2 etc)
Students will be shown different shapes and will be
asked to order them from smallest to biggest in groups
of 2-3. Remind students they must be discussing what
shapes they think are smallest/ largest and why.

Time

Main Content:
Give students their shapes and let them discuss
amongst one another what shapes they believe is
smallest or largest.

5-10

Students should lay out their shapes in order from

smallest to largest.
After a discussion should be brought up about students
order.
Get a student to come demonstrate their order.
Discuss why they have done it this way

Teaching Approaches
eg DOL strategies, grouping
strategies

Teaching Approaches

Time

Main Content (Continued)

If other students have different orders get one of them
to come up and display their order.
Discuss why the group ordered it in such a way.

5 - 10

Students will now be asked to measure their shapes

using informal means provided. Note how many objects
the shape takes to be covered.

5 - 10

Time
5min

Teaching Approaches

Question students whether their order from smallest to

biggest will change after measuring these shapes using
informal means. Why do they think this is?

Conclusion:
Refer back to area being a measurement of a surface.
Describe to students that even though something may
look bigger/smaller than another object, its surface area
may be the same/ larger / smaller.

Teaching Approaches

RESOURCES
(Include equipment required for class and/or for teacher preparation)
Smartboard
Square tiles
Flip blocks
Counters
Coloured paper (for cutout shapes)

SAFETY CONSIDERATIONS/MATERIALS
Tiles
Shapes
Cubes
Counters

ASSESSMENT
na

REFLECTION
Students were given instructions of what to do and where to sit and an alteration was made as the
students thought they would like to work on the floor. Felt like some students understood the task
of placing rectangles in smallest to largest and others werent sure what to do. After quickly going
around the classroom all students were shortly on task. As they started counting with informal
units, students did not understand what they were meant to do with the results. I used a groups
results whom I had already explained how to record the information and put this information on
the smart board and asked students to stop and look at smart board if they werent sure how to
record the information.
Students took the information in and started recording the information into their books.
At the end of the lesson some students did not want to pack up and wanted to continue although I
assured them the lesson would continue next when we have maths again.